Mr. Williams is currently employed by the South Carolina Department as the Executive Director of the Spartanburg Area Mental Health Center. He was previously the Director for Deaf Services and before that, the Program Manager at the Piedmont Center for Mental Health Services and the Social Worker IV and Program Coordinator at the Deaf Services Program at Patrick Harris Psychiatric Hospital. He received his B.S.W. from the Rochester Institute of Technology and his M.S.W., specializing in community mental health, from the University of Illinois. In addition, he has a private practice specializing in consulting and training related to the needs of deaf adults in the mental health system. He also has interpreted in a wide variety of settings, including the NAD and RID conferences and in forensic and court settings.

Mr. Williams is a S.C. Licensed Independent Social Worker – Clinical Practice/Supervisor and holds an RID Certificate of Transliteration, an SCAD/NAD IAP Level 5 Interpreting Certificate and a Qualified Mental Health Interpreter-Supervisor. He is the 2012 “Employee of the Year” for the South Carolina Department of Mental Health, the 1979 winner of the Robert D. Frisina Award for deaf/hearing integration, the 1989 winner of the N.C. Governor's Advocacy Council for Persons with Disabilities Distinguished Service Award, the 1996 winner of the “Outstanding Transition to the Community” from the South Carolina Mental Health Association and the 2001 “Interpreter of the Year” for the South Carolina Registry of Interpreters for the Deaf.

As the parent of four deaf children and two hearing children, and the spouse of a deaf adult, Mr. Williams is active in a number of local, statewide, regional, and national advocacy and social organizations, including the past President of the American Society for Deaf Children.

Roger and Sherry Williams will jointly provide a workshop for parents and professionals about the challenges and rewards of parenting children who are Deaf and also have additional challenges including learning and emotional disorders. 

Participants will be able to:
- Describe the unique challenges faced by parents of Deaf+ children. 
- Identify strategies to address those challenges in a productive manner.
- Identify strategies to determine reasonable expectations for children which are strength-based and practical.

Ms. Williams has had many years of teaching experience and was previously employed by the South Carolina School for the Deaf and the Blind as a teacher, both K-8 and Secondary Social Studies. She has also worked as a counselor at both the South Carolina School for the Deaf and the Blind and at the Illinois School for the Deaf. She received a B.S.W. from the Rochester Institute of Technology, an M.A. in Sign Language Education from Gallaudet University, an M.B.A. from the University of North Carolina at Wilmington, and her teaching certificate from Clemson University.

After being diagnosed as profoundly deaf at the age of 3 ½, Ms. Williams was placed in the oral track at a local public school and was mainstreamed in public schools without any type of support services.  This was in pre-IDEA years.  She remembers the isolation of being the only deaf student at her school and the difficulty of communicating with her hearing peers.  Fortunately, she discovered the Deaf Community and the beauty of American Sign Language at college and currently has many Deaf friends and colleagues.  She strongly supports bilingualism with both English and ASL on equal footing.

As the parent of four deaf children and two hearing children and a licensed foster parent, Ms. Williams is active in several local, statewide, regional, and national advocacy and social organizations, having served as President of the South Carolina Association of the Deaf and as Co-President of the American Society of American Children and on the SC Dept. of Education Advisory Council on Children with Disabilities.

Ms. Williams recently retired but has taught as an adjunct professor for the Interpreter Training Program at Spartanburg Community College, for the Deaf Education Program at Converse College, and the American Sign Language Program at Radford College in Virginia.

Sherry and Roger Williams will jointly provide a workshop for parents and professionals about the challenges and rewards of parenting children who are Deaf and also have additional challenges including learning and emotional disorders. 

Participants will be able to:
- Describe the unique challenges faced by parents of Deaf+ children. 
- Identify strategies to address those challenges in a productive manner.
- Identify strategies to determine reasonable expectations for children which are strength-based and practical.

Hayley is known as the Community Nudger as her love of community work and teaching brings her happiness. She enjoys spending time with her teenage boys and spouse, exploring ideas with friends and colleagues, and poetry. Creating opportunities for DeafBlind teachers and DeafBlind students and sharing that experience for more nurturing growth of Protactile language is one of her biggest joys. With expertise in educational services and her continued work in the protactile-related field, she has founded a company, called Touch Seeds, in order to provide support and resources to DeafBlind children and their families. 

Taking a deeper dive into our DeafBlind community may lead to a better understanding of our barriers, obstacles, and challenges in how we navigate attitudes, bias, and limited access to resources and support. Examining many considerable factors, having open and honest conservations in how we respond and support DeafBlind persons are encouraged in order for us to unpack and unlearn and then relearn best practices. Co-presence and shared experiences is an area we should focus on, as it has been lacking for years- which has deprived us of language, education, and experiences. Practical strategies and how we respond is the key to opening pathways of the network and how we can enhance a sense of self-agency and autonomy in DeafBlind persons, especially the youth. 

Heather Lee Pavey is a DeafBlind professional consultant, educator, and mentor. A Michigan native - she was raised with spoken language in public schools with extra support. Pavey acquired American Sign Language (ASL) during college at Rochester Institute of Technology (RIT) via the National Technical Institute of the Deaf (NTID). She graduated in 2003 with a Bachelor of Science degree in Multidisciplinary Studies with concentrations in Psychology and Criminal Justice.   Since 2018, Pavey is now in transition from ASL to Protactile language.

Pavey’s career focuses mainly within Human Services; starting with a Residential Advisor position during her senior year of college. After graduation, she worked as a Secretary at the University of Rochester Medical Center at the National Center for Deaf Health Research (NCDHR) for couple of years before moving to Austin, Texas. She became employed at Texas School for the Deaf (TSD) from 2007 - 2014 as a Day Residential Educator. She worked with a wide variety of students from different backgrounds, including students with different abilities. Currently, Pavey works professionally as an independent consultant and presenter; educating and mentoring the community on DeafBlind topics. 

Pavey, a resident of Austin, Texas for over 15 years, enjoys taking on a variety of educational and mentoring opportunities.  Pavey is also a well-known massage therapist.  She also devotes her free time in co-hosting community events for DeafBlind inclusion. She also enjoys traveling, hiking, SUP, camping, and other indoor hobbies including but not limited to crocheting, playing cards, and creating art.

“Linguistic Diversity Within Deaf and DeafBlind Identities: One Size Doesn’t Fit All”

An overview of different linguistic modalities as part of identity development for Deaf and DeafBlind youth. Identification of the cultural influence and educational environment in regard to linguistic access and preference. Connecting linguistic diversity and access with identity development and how it influences the overall mental health of Deaf and DeafBlind youth. Demonstration of unique approaches in different linguistic scenarios. Provide online resources.

Angela Laguardia, a culturally Deaf Hispanic woman with Usher’s Syndrome, is originally from New Jersey, and after living in Florida, Washington, DC, Texas, New York, and Michigan, she has settled in the suburbs of Austin, Texas.  She received her Bachelor’s Degree in Communication Arts from Gallaudet University (‘97) in Washington, DC, and her Master’s Degree in Secondary Education for the Deaf in English for grades 7-12 from Rochester Institute of Technology (‘00) in Rochester, New York.  

After a short stint in Human Resources, Angela’s professional career has been in the field of Deaf Education, specifically in English Language Arts at the High School level. Her career spans 23 years, with the first three years in Washington,  D.C. at the Model Secondary School for the Deaf (MSSD), followed by 16 years at the Michigan School for the Deaf in Flint, Michigan, and now, in the midst of her 4th year at Texas School for the Deaf in Austin, Texas.   When she’s not working, Angela enjoys dancing, reading, making people laugh, and spending time with her family.

“Linguistic Diversity Within Deaf and DeafBlind Identities: One Size Doesn’t Fit All”

An overview of different linguistic modalities as part of identity development for Deaf and DeafBlind youth. Identification of the cultural influence and educational environment in regard to linguistic access and preference. Connecting linguistic diversity and access with identity development and how it influences the overall mental health of Deaf and DeafBlind youth. Demonstration of unique approaches in different linguistic scenarios. Provide online resources.

Based in Austin, Sam is a Communication Access Specialist at the Office of Deaf and Hard of Hearing Services under Texas Health and Human Services. Sam provides insight and knowledge in working with DHH individuals by providing webinars across Texas. In his free time, he reads, writes, hikes, meditates and cooks.

"Mental Health in the Deaf and Hard of Hearing Community: Let’s Hear All Sides"

Have you ever thought about what unsupported deafness looks like regarding mental health? In this presentation, we will discuss the variety of mental health behaviors that can arise for a person who is deaf or hard of hearing, both from positive support and negative contribution. 

We will look at how unsupported deafness can lead to low ambition for work, issues at school or socialization, which can lead to lower-paying jobs, and being at higher risk for abuse or being taken advantage of. We will also look at how this can be addressed, starting with positive support, the science behind behaviors, and how to empower our minds and emotions using the science of thoughts and actions toward deafness.

Olivia resides in Austin as a Communication Access Specialist at the Office of Deaf and Hard of Hearing Services for Texas Health and Human Services. Her skills and background include training, assistive technology, advocacy, networking, outreach, and more.  Outside of her work, she loves cooking, watching movies, and creating art.

"Mental Health in the Deaf and Hard of Hearing Community: Let’s Hear All Sides"

Have you ever thought about what unsupported deafness looks like regarding mental health? In this presentation, we will discuss the variety of mental health behaviors that can arise for a person who is deaf or hard of hearing, both from positive support and negative contribution. 

We will look at how unsupported deafness can lead to low ambition for work, issues at school or socialization, which can lead to lower-paying jobs, and being at higher risk for abuse or being taken advantage of. We will also look at how this can be addressed, starting with positive support, the science behind behaviors, and how to empower our minds and emotions using the science of thoughts and actions toward deafness.